漱石『마음(こころ)』연구

Abstract

Natsume Soseki has been considered as one of the representative writers of Japanese modern literature. There are many national studies on him, among which studies on 『kokoro』are the most. This study examines the death, a main theme of 『kokoro』, centering on the teacher. Guilt which forms a large frame of the teacher's death and Meiji's suicide focused on personal aspects such as ego and agony of intellectuals. This study analyses the reason K was betrayed in respect to the death caused by guilt to K, and identifies the meaning intended by the author behind the story. First, this study identifies the betrayal based on the surrounding conditions of the teacher and K, environment of each, and what relations there are between them and death of the teacher. As the betrayal against K lies on the environmental background of the teacher and situation at that time rather than personality of the teacher, the teacher was inevitably to follow the wicked nature that does not match with his life and moral value. Second, Meiji was identified as an entity that exists outside the mind of the teacher. The spirit of Meiji made the teacher who intended to acquire freedom through death belong to the society of Meiji. Suicide to the spirit of Meiji means that he was united with the society he betrayed for his whole life into one, that is, the first participation in the society. Finally, this study speculates the critical view against the spirit of Meiji as another intention Natsume Soseki intended to show through his story. The teacher stuck to the regulations required by the spirit of Meiji while he tried to establish his individualism that respects freedom, independence and ego. This study concludes as follows: that he suicided to the spirit of Meiji while he wished freedom means he was reverted to the spirit, in which Natsume Soseki showed his critical view through a young man (I as watakusi). In studies on『kokoro』, various points of view on the death of the teacher have been analysed. However, if life and thoughts of the teacher are viewed as one rather than part, one flow can be identified. The teacher's suicide was not caused by any one of suicide of K, moral and chivalry spirit, historical background. They are just part of it and the teacher continued to follow step-by-step route toward death.